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Libraries Transform: The Expert in the School Library: PSEL Rubrics

Content to support school librarians’ expertise to effectively impact student achievement and school communities.

Self-Assessment Using School Librarian-PSEL Competency #1

1. RUBRIC for Mission, Vision, Core Values - Effective School Library leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education and academic and/or professional success and well-being of each learner.  
Link to COMPETENCY #1 RESOURCES

HIGHLY EFFECTIVE School Library leaders share a written school library mission and vision statement aligning library resources, services, and standards with the school’s mission, vision, values and implementation program and enumerating elements of implementation of this plan in a stated timeframe for completion; further, these leaders continue to re-assess the plan for ongoing update and growth.  

EFFECTIVE School Library leaders develop, advocate, and enact a shared school library mission, vision, and core values of high-quality education and academic and/or professional success and well-being of each learner that aligns library resources, services, and standards with the school’s mission, vision, values and implementation program.  

EMERGING School Library leaders begin to develop, advocate and enact a shared school library mission, vision, and core values aligned with high-quality education and academic and/or professional success and well-being of each learner that aligns library resources, services, and standards with the school’s mission, vision, values and implementation program.  

INEFFECTIVE Ineffective School Library Leaders have no complete statement of school library mission, vision, values or implementation program, whether aligning library resources, services, and standards with the school’s mission, vision, values and implementation program or not. 

Self-Assessment Using School Librarian-PSEL Competency #2

2. RUBRIC for Ethical Principles and professional Norms – Effective School Library leaders act ethically and according to professional norms to promote each learner’s academic success and well-being and/or practitioners’ professional success.  
Link to 
COMPETENCY #2 RESOURCES

HIGHLY EFFECTIVE School Library Leaders act ethically and according to professional norms to promote each learner’s academic success and well-being and/or practitioner’s professional success. These leaders uphold and teach tenets of intellectual freedom, student privacy, respect for all among other core ethical standards.  

EFFECTIVE School Library leaders act ethically and according to professional norms to promote each learner’s academic success and well being and/or practitioner’s professional success. School library ethics address intellectual freedom, student privacy, respect for all among other core tenets.  

EMERGING  School Library leaders learn to act ethically and according to professional norms to promote each learner’s academic success and well-being and/or practitioner professional success. They begin to address intellectual freedom, student privacy, respect for all among other core tenets.  

INEFFECTIVE School Library leaders do not consult professional ethical standards/norms, which can result in learner and/or practitioner professional underachievement.  

Self-Assessment Using School Librarian-PSEL Competency #3

3. RUBRIC for Equity and Cultural Responsiveness - Effective School Library leaders strive for equity and inclusivity of educational opportunity, and culturally and linguistically responsive practices to promote each learner’s academic and/or professional success and well-being.  
Link to 
COMPETENCY #3 RESOURCES

HIGHLY EFFECTIVE School Library leaders advocate for and implement equity of educational opportunity by

  • Providing plentiful  broad resources to counteract limited vocabulary development and access to books and digital tools/resources;
  • Implementing and embedding culturally and linguistically responsive practices planned in collaboration with teachers and by interaction with students to promote each learner’s academic and/or professional success and well-being;
  • Developing policy that supports provision of and access to plentiful resources that recognize, respect, and celebrate diversity as assets in teaching and learning; to promote each learner’s academic and/or professional success and well-being.  

EFFECTIVE School Library leaders strive for equity and inclusivity of educational opportunity

  • By counteracting limited vocabulary development and access to books and digital tools/resources;
  • Implementing culturally and linguistically  responsive practices supported by interactions with students and staff;
  • Developing policy that supports provision of and access to resources that recognize and respect diversity as assets in teaching and learning;

to promote each learner’s academic and/or professional success and well-being.  

EMERGING School Library leaders begin to understand equity of educational opportunity

  • By offering print and digital tools/resources for readers with limited vocabulary;
  • Discovering culturally and linguistically responsive practices and staff/student interactions that may promote each learner’s academic and/or professional success and well-being ;
  • Beginning to understand a need to respect the diversity of the school’s students and staff;
  • By starting to develop fair and equitable access policies towards  a representational collection of resources that respect diversity and culture in teaching and learning; to promote academic and/or professional success and well-being.  

INEFFECTIVE School Library leaders lack understanding of equity of educational opportunity. They offer

  • Few resources to offset limited vocabulary
  • Limited understanding of the diversity, cultures, and needs represented among the students and staff,
  • Outdated policies that do not promote equity of access for all students, or practice resource/collection strategies or reflect the diversity of the school’s students and staff to promote academic and/or professional success and well-being.  

 

Self-Assessment Using School Librarian-PSEL Competency #4

4. RUBRIC for Curriculum, Instruction and Assessment - Effective School Library leaders design, deliver and support intellectually rigorous and coherent systems of curriculum, instruction and assessment to promote each learner’s academic and/or professional success and well-being.  
Link to 
COMPETENCY #4 RESOURCES

HIGHLY EFFECTIVE School Library leaders design, deliver and support intellectually rigorous and coherent systems of curriculum, instruction and assessment in collaboration with classroom teachers and administration to assure each learner’s academic and/or professional success and well-being.  

EFFECTIVE School Library leaders design, deliver and support intellectually rigorous and coherent systems of curriculum, instruction and assessment in coordination with classroom teachers to enhance each learner’s academic and/or professional success and well-being.  

EMERGING School Library leaders begin to design, deliver and support coherent systems of curriculum, instruction and assessment to promote each learner’s academic and/or professional success and well-being.  

INEFFECTIVE School Library leaders do not design, deliver and support coherent systems of curriculum, instruction and assessment or have an awareness of the range of learner’s academic and/or professional needs.  

 

Self-Assessment Using School Librarian-PSEL Competency #5

5. RUBRIC for Community of Care and Support for Students - Effective School Library Leaders cultivate an inclusive caring and supportive school community that promotes each learner’s academic and/or professional success, personal interests and well-being.
Link to 
COMPETENCY #5 RESOURCES

HIGHLY EFFECTIVE School Library leaders cultivate an inclusive caring and supportive school community that promotes each learner’s academic and/or professional success, personal interests and well-being that

  • Always welcomes every learner into a caring, collaborative and inclusive environment;
  • Works consistently to empower every struggling student to be more successful;
  • Provides a constantly safe haven to all, especially those marginalized in any way.

They develop the strong professional connections essential to building a strong, inclusive community that persistently incorporates virtual, face to face and digital opportunities to expand the caring and support of stakeholders as part of an effective school library program.  

EFFECTIVE School Library leaders cultivate an inclusive caring and supportive school community that promotes each learner’s academic and/or professional success, personal interests and well-being that

  • Welcomes every learner and develops a caring, collaborative and inclusive environment;
  • Works to empower struggling students to be more successful;
  • Offers a safe haven to all, especially those marginalized in any way.

They develop professional connections essential to building a strong, inclusive community and incorporate virtual, face to face and digital opportunities to expand the caring and support of stakeholders as part of an effective school library program.  

EMERGING School Library leaders begin to understand the need for a caring and supportive school community that promotes each learner’s academic and/or professional success, personal interests and well-being that

  • Welcomes learners to an environment aiming to be inclusive, caring and collaborative environment;
  • Seeks to empower struggling students to be more successful;
  • Begins to develop a safe haven for all.

They start to build professional connections in support of a strong, inclusive community  as they consider virtual, face to face and digital opportunities to expand the caring and support of stakeholders as part of their school library program.  

INEFFECTIVE School Library leaders have limited understanding of how to cultivate a supportive school community offering

  • A minimally inclusive, caring and collaborative environment
  • Little support to struggling students
  • Atmosphere is not that of a safe haven.

They choose not to embrace professional connections or virtual, digital, and face to face opportunities that promote academic and professional success for the school library leader and school community.  

 

Self-Assessment Using School Librarian-PSEL Competency #6

6. RUBRIC for Professional Capacity of School Personnel - Effective School Library leaders develop their personal professional capacity and practice to best support other school personnel in order to promote each learner’s academic and/or professional success and well-being.  
Link to 
COMPETENCY #6 RESOURCES

HIGHLY EFFECTIVE School Library leaders consistently develop their own professional capacity and practice to best support other school personnel to promote each learner’s academic and/or professional success and well-being by

  • Leading, both in their buildings and in the larger profession, as they assess professional learning needs across grade levels and disciplines;
  • Monitoring networked online communities of practice, professional literature; national and state organizations and their standards, and recognized, evidence-based effective practice to develop meaningful, forward-thinking, curated and sustained learning opportunities and engage in research to ensure whole-school and personalized faculty current awareness, innovative practice and growth.  

EFFECTIVE School Library leaders develop personal professional capacity and practice to best support other school personnel in order to promote each learner’s academic and/or professional success and well-being  by

  • Regularly assessing professional learning needs across grade levels and disciplines;
  • Keeping up to date with networked online communities of practice, professional literature; national and state organizations and their standards, and recognized, evidence-based effective practice to develop meaningful, forward-thinking, curated and sustained learning opportunities and engage in research to ensure whole-school and personalized faculty current awareness, innovative practice and growth. 

EMERGING School Library leaders begin to develop their own professional capacity and practice to support other school personnel in order to promote learners’ academic and/or professional success and well-being by

  • Starting to assess professional learning needs across grade levels and disciplines;
  • Are beginning to monitor networked online communities of practice, professional literature; national and state organizations and their standards, and recognized, evidence-based effective practice to develop meaningful, forward-thinking, curated and sustained learning opportunities and engage in research to ensure whole-school and personalized faculty current awareness, innovative practice and growth. 

INEFFECTIVE School Library leaders are not developing their own professional capacity or practice to support other  school personnel in order to promote each learner’s academic and/or professional success and well-being.

  • They have no strategies to regularly assess professional learning needs across grade levels and disciplines;
  • They have no idea how or why to monitor networked online communities of practice, professional literature; national and state organizations and their standards, and recognized, evidence-based effective practice to develop meaningful, forward-thinking, curated and sustained learning opportunities and engage in research to ensure whole-school and personalized faculty current awareness, innovative practice and growth.  

 

Self-Assessment Using School Librarian-PSEL Competency #7

7. RUBRIC for Professional Community for Teachers and Staff - Effective School Library leaders foster development of a professional community of teachers and other professional staff to promote each learner’s academic and/or professional success and well-being.
Link to COMPETENCY #7 RESOURCES

HIGHLY EFFECTIVE School Library leaders foster the development of a vibrant professional community of teachers and/or other professional staff to promote each learner’s academic and/or professional success and well-being by

  • Providing frequent and planned opportunities for collaborative examination of practice, collegial feedback and collective learning;
  • Consistently modeling, sharing, and promoting principles of teaching and learning as collaborative partners with other educators;
  • Regularly designing and implementing job- embedded and other opportunities for professional collaboration with faculty and staff.

They also participate and collaborate regularly as members of a social and intellectual network of learners.  

EFFECTIVE School Library leaders develop a professional community of teachers and other professional staff to promote each learner’s academic and/or professional success and well-being by

  • Providing opportunities for collaborative examination of practice, collegial feedback and collective learning as well as regular library duties.
  • Modeling, sharing and promoting principles of teaching and learning as collaborative partners with other educators
  • Designing and implementing job- embedded and other opportunities for professionally collaboratively with faculty and staff.

They do not yet participate and collaborate often as members of a social and intellectual network of learners.  

EMERGING School Library leaders begin to develop a professional community of teachers and or other professional staff to promote each learner’s academic and/or professional success and well-being by

  • Providing occasional opportunities for collaborative examination of practice, collegial feedback and collective learning as well as regular library duties.
  • Seeing the need to model share or promote principles of teaching and learning as collaborative partners with other educators
  • Designing and implementing occasional job- embedded opportunities for professionally collaboratively with faculty and staff.

They do not yet understand the need to participate and collaborate as members of a social and intellectual network of learners.  

INEFFECTIVE School Library Leaders do not foster development of a professional community of teachers and or other professional staff to promote each learner’s academic and/or professional success and well-being by

  • Providing any opportunities for collaborative examination of practice, collegial feedback and collective learning.
  • Modeling, sharing or promoting any principles of teaching and learning as collaborative partners with other educators
  • Designing or implementing job-embedded and other opportunities for professionally collaboratively with faculty and staff.

Ineffective SL Leaders also do not see a need to participate or collaborate as members of a social and intellectual network of learners.  

 

Self-Assessment Using School Librarian-PSEL Competency #8

8. RUBRIC for Meaningful Engagement of Families and Community - Effective School Library leaders engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each learner’s academic and/or professional success and well-being.
Link to COMPETENCY #8 RESOURCES

HIGHLY EFFECTIVE School Library  Leaders frequently and creatively engage the community in meaningful, reciprocal and mutually beneficial ways to promote each learner's academic and/or professional success and well-being. 

EFFECTIVE School Library leaders engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each learner’s academic and/or professional success and well-being.  

EMERGING School Library leaders try to engage families and the community in meaningful and beneficial ways to promote learning, academic progress and professional growth.  

INEFFECTIVE School Library Leaders do not even try to engage families or the community in any meaningful, reciprocal or beneficial ways to promote academic or professional success.  

Self-Assessment Using School Librarian-PSEL Competency #9

9. RUBRIC for Operations and Management - Effective School Library leaders manage resources and operations to promote each learner’s academic and/or professional success and well-being by creating an inviting environment, providing a flexible program, developing the collection, curating and organizing the resources, integrating digital and technology access, managing appropriate funding and encouraging critical thinking to create a community of lifelong learners.  
Link to COMPETENCY #9 RESOURCES

HIGHLY EFFECTIVE School Library leaders manage resources and operations to promote each learner’s academic and/or professional success and well-being by

  • Creating an inviting environment that welcomes all students and staff to use (and request additional) resources to build understanding to improve their world;
  • Providing a flexible program conducive to learning reflective of diverse academic needs, learning styles and wide ranging personal interests;
  • Developing the collection to reflect academic, cultural and other diversities while  
  • meeting and anticipates ever-changing student and staff learning needs;
  • Curating and organizing the resources for easiest student location, access, use and enthusiastic curiosity;
  • Integrating current technology devices and resources into the teaching and learning environment;
  • Request, manage and build appropriate sustained funding to support changing  student needs and achieve school goals and objectives
  • Encouraging every learner to think critically, evaluate information, draw conclusions and create and share new knowledge.  

EFFECTIVE School Library leaders manage resources and operations to promote each learner’s academic and/or professional success and well-being by

  • Creating an environment that is inviting to all students and staff as they use resources and participate in programming;
  • Providing a flexible program conducive to learning;
  • Developing a collection that meets student and staff learning needs;
  • Curating and organizing the resources for easiest student location, access and use;
  • Integrating technology devices and resources
  • into the teaching and learning environment;
  • Managing sustained funding to support student needs and achieve school goals and objectives;
  • Encouraging learners to think critically, evaluate information, draw conclusions and create and share new knowledge to create a community of lifelong learners.  

EMERGING School Library leaders begin to manage resources and operations to promote each learner’s academic and/or professional success and well-being by

  • Beginning to envision an environment that is inviting to all students and staff;
  • Providing as best as possible a flexible program conducive to learning;
  • Working to develop a collection that meets student and staff learning needs;
  • Learning to curate and organize the resources for easiest student location, access and use;
  • Providing technology devices and resources for the teaching and learning environment; Managing provided funding to support student needs and achieve school goals and objectives;
  • Work to encourage learners to think critically, evaluate information, draw conclusions and create and share new knowledge to create a community of lifelong learners.  

INEFFECTIVE School Library leaders do not manage resources and operations to promote each learner’s academic and/or professional success and well-being. They lack understanding of skills needed to

  • Create an environment that is inviting to any students and staff;
  • Provide a flexible program;
  • Develop a collection to meet student and staff learning needs;
  • Curate or organize the resources for student location, access and use;
  • Provide technology devices and resources for the teaching and learning environment;
  • Manage funding to support student needs
  • and achieve school goals and objectives;
  • Encourage learners to think critically, evaluate information, draw conclusions or create and share new knowledge in any community. 

 

Self-Assessment Using School Librarian-PSEL Competency #10

10. RUBRIC for School Improvement - Effective School Library leaders act as agents of continuous improvement to promote each learner’s academic and/or professional success and well-being.  
Link to COMPETENCY #10 RESOURCES

HIGHLY EFFECTIVE School Library leaders create data such as action research to act as agents of continuous improvement to promote each learner’s academic and/or professional success and well-being through an inquiry-based approach, utilizing a variety of instructional strategies to meet a diverse learning population, while collaborating with other all stakeholders to meet the mission core values and curricula of the school community.  

EFFECTIVE School Library leaders use data to act as agents of continuous improvement to promote each learner’s academic and/or professional success and well-being through an inquiry-based approach, utilizing a variety of instructional strategies to meet a diverse learning population, while collaborating with other teachers to meet the mission core values and curricula of the school community.  

EMERGING School Library leaders act as agents of improvement to promote some of the learners’ academic and/or professional success and well-being through an inquiry-based approach, utilizing a variety of instructional strategies to meet a diverse learning population; however,  in isolation from most other teachers.  

INEFFECTIVE School Library leaders do not promote academic and/or professional success and well-being because their program is devoid of any inquiry-based approach and in isolation from other teachers and curricula.  

 

Self-Assessment Using School Librarian-PSEL Competency #11

11. RUBRIC for Literacy and Reading – Effective School Library leaders promote reading for learning, personal growth, and enjoyment (and) are aware of major trends in children's and young adult literature. They select reading materials in multiple formats to support reading for information, pleasure, and lifelong learning. They use a variety of strategies to reinforce classroom reading instruction to address the diverse needs and interests of all readers. Literacy takes many forms (EX: digital, information, cultural, etc.) that all rely on the foundational literacy of reading.  
Link to COMPETENCY 11 RESOURCES

HIGHLY EFFECTIVE School Library leaders promote reading and appreciation in many formats for learning, personal growth, and enjoyment. They

  • Use the major trends in children’s and young adult literature to develop a responsive collection.
  • Select reading material in multiple formats and languages that reflect many different cultural perspectives and worldviews to support reading for information, pleasure, and to promote lifelong learning.
  • Continuously address differentiation with classroom teachers by using established instructional
  • strategies to support learner comprehension of a wide variety of sources, reflecting the diverse needs and interests of all readers.
  • Promote resources and library programming, incorporating  literacy’s many forms (EX: digital, information, cultural, etc.)  that are all reliant on the foundational literacy of reading.  

EFFECTIVE School Library leaders promote reading for learning, personal growth, and enjoyment. They

  • Are aware of major trends in children's and young adult literature.
  • Select reading materials in multiple formats reflecting different worldviews to support reading for information, pleasure, and lifelong learning.
  • Address differentiation with classroom teachers by using established instructional strategies to support learner comprehension of a variety of sources, reflecting the diverse needs and interests of all readers. Use a variety of strategies to reinforce classroom reading instruction to address
  • the diverse needs and interests of all readers.
  • Know that literacy takes many forms (EX: digital, information, cultural, etc.) that should all be reflected in library programs that rely on the foundational literacy of reading.  

EMERGING School Library leaders promote reading for learning and enjoyment. They

  • Select reading material to support reading for information and pleasure.
  • Select reading materials in various formats to  support reading for information, pleasure, and to promote lifelong learning.
  • Begin to address differentiation with classroom teachers by using established instructional strategies to support learner comprehension of some sources, reflecting the diverse needs and interests of all readers.
  • Know that literacy has different aspects (EX: digital, information, etc.) that should be reflected
  • in library programs that rely on the foundational literacy of reading.  

INEFFECTIVE School Library leaders don’t know how to promote reading for enjoyment. They do not

  • Know how to select reading material to support reading for pleasure.
  • Purchase resources in multiple formats that support  reading for information, pleasure, and/or to promote lifelong learning.
  • Understand reading strategies used in the classroom.
  • Recognize any other aspects of literacy (EX: digital, information, etc.) that could be reflected in library programs.